Thirty Endangered Languages in the Philippines Thomas N
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Tagalog Author: Valeria Malabonga
Heritage Voices: Language - Tagalog Author: Valeria Malabonga About the Tagalog Language Tagalog is a language spoken in the central part of the Philippines and belongs to the Malayo-Polynesian language family. Tagalog is one of the major languages in the Philippines. The standardized form of Tagalog is called Filipino. Filipino is the national language of the Philippines. Filipino and English are the two official languages of the Philippines (Malabonga & Marinova-Todd, 2007). Within the Philippines, Tagalog is spoken in Manila, most of central Luzon, and Palawan. Tagalog is also spoken by persons of Filipino descent in Canada, Saudi Arabia, United Arab Emirates, the United Kingdom, and the United States. In the United States, large numbers of Filipino immigrants live in California, Hawaii, Illinois, New Jersey, New York, Texas, and Washington (Camarota & McArdle, 2003). According to the 2000 US Census, Tagalog is the sixth most spoken language in the United States, spoken by over a million speakers. There are about 90 million speakers of Tagalog worldwide. Bessie Carmichael Elementary School/Filipino Education Center in San Francisco, California is the only elementary school in the United States that has an English-Tagalog bilingual program (Guballa, 2002). Tagalog is also taught at two high schools in California. It is taught as a subject at James Logan High School, in the New Haven Unified School District (NHUSD) in the San Francisco Bay area (Dizon, 2008) and as an elective at Southwest High School in the Sweetwater Union High School District of San Diego. At the community college level, Tagalog is taught as a second or foreign language at Kapiolani Community College, Honolulu Community College, and Leeward Community College in Hawaii and Sacramento City College in California. -
Language Specific Peculiarities Document for Tagalog As Spoken In
Language specific peculiarities Document for Tagalog as Spoken in the Philippines 1. Dialects Tagalog is spoken by around 25 million1 people as a first language and approximately 60 million as a second language. It is the local language spoken by most Filipinos and serves as a lingua franca in most parts of the Philippines. It is also the de facto national language of the Philippines together with English. Although officially the name of the national language is "Filipino", which has Tagalog as its basis, the majority of Filipinos are unaccustomed, even unaware, of this naming convention. Practically speaking, the name "Tagalog" is used by many Filipinos when referring to the national language. "Filipino", on the other hand, is rather ambiguous and, it must be said, carries nationalistic overtones2. The population of Tagalog native speakers is primarily concentrated in a region that covers southern Luzon and nearby islands. In this project, three major dialectal regions of Tagalog will be presented: Dialectal Region Description North Includes the Tagalog spoken in Bulacan, Bataan, Nueva Ecija and parts of Zambales. Central The Tagalog spoken in Manila, parts of Rizal and Laguna. This is the Tagalog dialect that is understood by the majority of the population. South Characteristic of the Tagalog spoken in Batangas, parts of Cavite, major parts of Quezon province and the coastal regions of the island of Mindoro. 1.1. English Influence The standard Tagalog spoken in Manila, the capital of the Philippines, is also considered the prestige dialect of Tagalog. It is the Tagalog used in the media and is taught in schools. -
Tagbanua Language in Irawan in the Midst of Globalization Teresita D
Tagbanua Language in Irawan in the Midst of Globalization Teresita D. Tajolosa Palawan State University Tessie_Tajolosa@ yahoo.com Abstract The purpose of this study was to investigate the Tagbanua language as a potentially endangered language in Irawan alone. Focusing on the language attitude, language use and actual language proficiency of the Tagbanua inhabitants, the researcher was interested in determining how these may be affected by the respondents’ characteristics such as age, sex, education and geographical location. Social factors such as intermarriage and stereotyping which may influence the perpetuation or decline of the language were also examined. The respondents included young and adult speakers from Sitio Iratag, Sitio Tagaud and lowland Irawan. To determine the language attitude and language use of the respondents, the researcher administered a set of questionnaire. For actual language proficiency, two native speakers of Tagbanua were hired to do interviews with the respondents. The paper ends with an outlook of how the Tagbanua language can be maintained by its speakers. 1.Introduction A surge of interest in sociolinguistics has been taking place during the past decades. Among the focus of many studies from different parts of the world are language loss, language identity and language survival. Despite the tug of war between the value of bilingualism and the survival of minority languages, supporters of indigenous language survival remain very vocal in their call for the continuous widespread of the language. This is due to the fact that “the threat to linguistic resources is now recognized as a worldwide crisis” (Crawford, 1998, http://our worldcompuserve.com/homepages/JW CRAWFORD/brj.htm ). -
Language Endangerment: Problems and Solutions
Language Endangerment: Problems and Solutions Author(s): Julia Sallabank Source: eSharp , Special Issue: Communicating Change: Representing Self and Community in a Technological World (2010), pp. 50-87 URL: http://www.gla.ac.uk/esharp ISSN: 1742-4542 Copyright in this work remains with the author. _______________________________________________________ eSharp is an international online journal for postgraduate research in the arts, humanities, social sciences and education. Based at the University of Glasgow and run by graduate students, it aims to provide a critical but supportive entry to academic publishing for emerging academics, including postgraduates and recent postdoctoral students. [email protected] eSharp Special Issue: Communicating Change Language Endangerment: Problems and Solutions Dr. Julia Sallabank (Endangered Languages Academic Programme, School of Oriental and African Studies, London) How do we count languages? Overviews of the study of language endangerment usually start with a list of statistics about the number of languages in the world, the proportion considered endangered, etc. The usual source of statistics concerning the number of languages and their users is Ethnologue , subtitled ‘An encyclopaedic reference work cataloguing all of the world’s 6,909 known living languages’ (Lewis 2009). Many people are surprised to hear that there are so many languages in the world. However, this headline figure masks inherent problems in the counting of languages, as the Introduction to Ethnologue itself recognises. Many linguists use the criterion of mutual comprehensibility to distinguish languages: if users of two language varieties cannot understand each other, the varieties are considered to be different languages. If they can understand each other, the varieties are considered mutually comprehensible dialects of the same language. -
Vidunda (G38) As an Endangered Language?
Vidunda (G38) as an Endangered Language? Karsten Legère University of Gothenburg 1. The position of Swahili and other Tanzanian languages Tanzania is a multi-ethnic and, as a consequence, multi-lingual country. This fact is reflected in the existence of approximately 120 ethnonyms according to the 1967 population census (Tanzania 1971). The most recent edition of Ethnologue (Gordon 2005) lists 128 languages (of which one is extinct) and glossonyms accordingly. This number recently grew even bigger when the results of a country-wide survey under the auspices of LoT1 were released (LoT 2006). Thus, the survey added approximately 80 more glossonyms to the existing lists published by, for example, Polomé & Hill (1980) and Ethnologue. As known, many glossonyms refer to language varieties which are mutually intelligible with those spoken mainly by neighboring ethnic groups or nationalities. People who claim to speak a language of their own frequently understand that of their neighbors, although the latter’s variety is terminologically distinct from the former.2 Hence, the high number of glossonyms is linguistically not relevant for adequately describing the factual situation, which is often characterized by a dialect continuum. In other words, dialect clusters which are comprised of “languages” (as expressed by particular glossonyms) may definitely reduce the number of Tanzanian languages. However, to which number a necessary linguistic and terminological recategorization may ultimately lead is still an open question. The informal and formal spread of Swahili (henceforth called L2) as a language of wider distribution/lingua franca (the national and co-official3 language; see Legère 2006b for discussion) has increasingly limited the use of all other Tanzanian languages (henceforth referred to as L1s). -
On Endangered Languages and the Safeguarding of Diversity
(QGDQJHUHGODQJXDJHV2QHQGDQJHUHGODQJXDJHVDQGWKHVDIHJXDUGLQJ RIGLYHUVLW\ .HQ+DOH /DQJXDJH9ROXPH1XPEHU0DUFKSS $UWLFOH 3XEOLVKHGE\/LQJXLVWLF6RFLHW\RI$PHULFD '2,ODQ )RUDGGLWLRQDOLQIRUPDWLRQDERXWWKLVDUWLFOH KWWSVPXVHMKXHGXDUWLFOH Access provided by National University of Singapore (14 Aug 2016 08:04 GMT) ENDANGERED LANGUAGESt On endangered languages and the safeguarding of diversity* Ken Hale Massachusetts Institute of Technology Like most people who have done linguistic field work for thirty years or so, I have worked on languages which are now extinct, eight of them in my case, and I have studied, and continue to study, many languages which are seriously imperiled. My experience is far from unusual, and the testimony of field work- ers alone would amply illustrate the extent of language loss in the world of the present era. It is reasonable, I suppose, to ask what difference it makes. On the one hand, one might say, language loss has been a reality throughout history; and on the other, the loss of a language is of no great moment either for science or for human intellectual life. I think, personally, that these ideas are wrong and that language loss is a serious matter. Or, more accurately, it is part of a process which is itself very serious. From what I have been able to learn, based on the model of early-modern and contemporary hunting and gathering and mobile agricultural peoples, the process of language loss throughout most of human history, i.e. the period prior to the development of large states and empires, has been attended by a period of grammatical merger in situations of multilingualism, in geographically con- fined areas, and among quite small communities—as, for example, in parts of Arnhem Land and Cape York Peninsula, Australia, and in the bilingual Sumu and Miskitu communities of Central America. -
Anthropology and GIS: Temporal and Spatial Distribution of the Philippine Negrito Groups Sabino G
Human Biology Volume 85 Issue 1 Special Issue on Revisiting the "Negrito" Article 10 Hypothesis 2013 Anthropology and GIS: Temporal and Spatial Distribution of the Philippine Negrito Groups Sabino G. Padilla Jr Department of Behavioral Sciences, College of Arts and Sciences, University of the Philippines, Manila Follow this and additional works at: http://digitalcommons.wayne.edu/humbiol Part of the Biological and Physical Anthropology Commons Recommended Citation Padilla, Sabino G. Jr (2013) "Anthropology and GIS: Temporal and Spatial Distribution of the Philippine Negrito Groups," Human Biology: Vol. 85: Iss. 1, Article 10. Available at: http://digitalcommons.wayne.edu/humbiol/vol85/iss1/10 Anthropology and GIS: Temporal and Spatial Distribution of the Philippine Negrito Groups Abstract The hiP lippine "negrito" groups comprise a diverse group of populations speaking over 30 different languages, who are spread all over the archipelago, mostly in marginal areas of Luzon Island in the north, the central Visayas islands, and Mindanao in the south. They exhibit physical characteristics that are different from more than 100 Philippine ethnolinguistic groups that are categorized as non-negritos. Given their numbers, it is not surprising that Philippine negritos make up a major category in a number of general ethnographic maps produced since the nineteenth century. Reports from various ethnological surveys during this period, however, have further enriched our understanding regarding the extent and distribution of negrito populations. Using the data contained in these reports, it is possible to plot and create a map showing the historical locations and distribution of negrito groups. Using geographic information systems (GIS), the location and distribution of negrito groups at any given time can be overlaid on historical or current maps. -
Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C
Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C. Fabbi, Canadian Studies Center, Henry M. Jackson School of International Studies, University of Washington, Seattle. The author would like to thank Heather Campbell, Language and Culture Coordinator, Inuit Tapiriit Kanatami; Toni White and Catharyn Andersen from the Torngâsok Cultural Centre, Nunatsiavut; and Jay Arnakak, Qikiqtani Inuit Association, Nunavut for their expert advice. Written for the Arctic Indigenous Languages Symposium, Sustainable Development Working Group, Arctic Council, coordinated by the Inuit Circumpolar Council (Canada), and hosted by the Saami Council, Norway, October 2008, www.arcticlanguages.com. Language not only communicates, it defines culture, nature, history, humanity and ancestry. Preserving endangered languages is a vital part of securing the culture and heritage of our rich human landscape. Language keeps traditions alive, it inspires knowledge and respect about our past and the planet on which we live, and it links communities across borders and beyond time. Quoted from the United Nations web site “The UN Works for Cultural Diversity: Endangered Languages” The scientific community has warned that such historical assimilation campaigns—combined with declining Indigenous populations, increased mobility, economic pressures, as well as exposure to television and other communications technologies—could lead to the loss of half of the world’s 6,000 to 7,000 languages by 2050. With such a decline, they warn, will come the demise of local knowledge, mentalities, creativity and heritage, as well as specialized information such as unique survival skills and traditional medicines. from Canada World View, Fall 2004 Language is a cultural mosaic of communication. -
Tagalog Language Maintenance and Shift Among the Filipino Community in New Zealand
Tagalog Language Maintenance and Shift among the Filipino Community in New Zealand Ronalyn Magadia Umali A thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Communication Studies 2016 School of Communication Studies Table of Contents ABSTRACT iv LIST OF TABLES v ATTESTATION OF AUTHORSHIP vi ACKNOWLEDGEMENTS vii CHAPTER ONE: INTRODUCTION 1 1.1. Background to the study 1 1.2. Aims and significance of the study 2 1.3. Structure of the thesis 3 CHAPTER TWO: LANGUAGE MAINTENANCE AND SHIFT 5 2.1. Language Contact, Maintenance, and Shift 5 2.1.1. Domains: where language is used 6 2.1.2. Reversing Language Shift, Graded Intergenerational Disruption Scale and Ethnolinguistic Vitality 7 2.1.3. Attitudes and behaviours 9 2.1.4. Challenges to RLS, GIDS, and Ethnolinguistic Vitality 11 2.1.5. Non-traditional approaches to multilingualism 12 2.2. New Zealand and its Languages 13 New Zealand language maintenance and shift studies 14 2.3. The Philippines and its Languages 17 Filipino migrants and language maintenance/shift patterns 18 2.4. Chapter summary 21 CHAPTER THREE: METHODOLOGY 22 3.1. Guiding perspective of the research 22 3.2. Research Design 23 3.3. Research Instruments 24 3.3.1. Informal observations 24 3.3.2. Interviews 25 3.4. Sampling 26 3.5. Thematic Analysis 27 3.6. Chapter summary 28 CHAPTER FOUR: THE TAGALOG LANGUAGE IN NEW ZEALAND 29 4.1. Filipinos and Tagalog language in New Zealand 29 4.2. Participants‘ demographics 32 4.2.1. -
Lingua Franca: an Analysis of Globalization and Language Evolution
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 4-25-2016 Lingua Franca: An Analysis of Globalization and Language Evolution Abigail Watson [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Anthropological Linguistics and Sociolinguistics Commons, Comparative and Historical Linguistics Commons, Illustration Commons, Language Description and Documentation Commons, Modern Languages Commons, Other English Language and Literature Commons, Other History Commons, Other Languages, Societies, and Cultures Commons, and the Other Linguistics Commons Repository Citation Watson, Abigail, "Lingua Franca: An Analysis of Globalization and Language Evolution" (2016). Honors Projects. 275. https://scholarworks.bgsu.edu/honorsprojects/275 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Watson 1 LINGUA FRANCA: An Analysis of Globalization and Language Evolution Abigail Watson Honors Project Submitted to the University Honors Program at Bowling Green State University in partial fulfillment of the requirements for graduation with University Honors April 25, 2016 Kim Young, Digital Arts Sheri Beth Wells-Jensen, English Watson 2 Language is an integral part of the human experience. The languages humans have developed have taken millennia to evolve and spread throughout every corner of the globe. Language has become more than a means of communication; it has become a cultural and identifying feature of many people. Thousands and thousands of years ago, the spread and distancing of languages gave birth to new dialects, which became new systems of speech entirely. -
Empowering the Filipino Language Classroom
EMPOWERING THE FILIPINO LANGUAGE CLASSROOM: TOWARDS CRITICAL PEDAGOGY AND CURRICULUM A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SECOND LANGUAGE STUDIES August 2018 By Jayson Parba Committee: Graham V. Crookes, Chairperson Pia Arboleda Christina Higgins John Mayer Patricia Halagao Keywords: critical language pedagogy, curriculum negotiation, dialogic pedagogy, Filipino, heritage language, translanguaging ACKNOWLEDGEMENTS I have met so many amazing people while pursuing doctoral studies at the University of Hawaiʻi at Mānoa. These people have made studying and life abroad less daunting and scary. Indeed, they have made my stay in Honolulu memorable, meaningful, and, yes, fun, too! To them, my sincerest gratitude and appreciation. First, I would like to thank Graham, my advisor and strong ally, for believing in me and my work. There were moments when I felt that the strong weight of teaching and research was too much to handle, but his words of wisdom and motivation kept me going. Graham, I think you’re the best graduate mentor one could ask for, and I sincerely thank you for being so generous with your expertise, time, care, and encouragement. I also thank my committee members Pia Arboleda, Patricia Halagao, Christina Higgins, and John Mayer for their insights, suggestions, and expertise that greatly helped me think and rethink about my work. I thank Pia for being the most supportive, generous, and kind teaching assistant supervisor, coordinator, ate, and friend; John Mayer for being one of the individuals who supported me from the very beginning and for believing in my teaching skills and research potentials; Christina for being an excellent sociolinguistics professor and for inspiring me to also pursue sociolinguistics research in my own work; and Patricia for sharing with me her passion for equity and multicultural education. -
Heritage Languages: How and Why?
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa Language Documentation & Conservation Special Publication No. 13 (July 2017) Documenting Variation in Endangered Languages ed. by Kristine A. Hildebrandt, Carmen Jany, and Wilson Silva, pp. 33-64 http://nlfrc.hawaii.edu/ldc/ 3 http://handle.net/24748 Documenting Variation in (Endangered) Heritage Languages: How and Why? Naomi Nagy University of Toronto This paper contributes to recently expanded interest in documenting variable as well as categorical patterns of endangered languages. It describes approaches, tools and curricular developments that have benefitted from involving students who are heritage language community members, key to expanding variationist focus to a wider range of languages. I describe aspects of the Heritage Language Variation and Change Project in Toronto, contrasting a “truly” endangered language to a less clearly endangered language. Faetar, with <700 homeland speakers (in Italy) and some 200 in Toronto, and no transmission to a third generation in Toronto, is endangered by any definition. Heritage Italian, in contrast, is a diasporic variety related to a robust homeland variety as well as the mother tongue of 166,000 Torontonians. However, reports of strong English influence on the language and transmission statistics both suggest that it too is endangered in Toronto. Homeland and Heritage patterns are compared to better understand the processes of language variation and change in lesser-studied varieties, with a focus on null subject patterns. Analysis of the more endangered language helps interpret otherwise ambiguous patterns in the less endangered language.